While we all can agree that it is more expensive to educate children with special needs and the number of children who have been identified as having special needs has increased, there are reasons for the increase. The number is rising, at least in part, to more thorough educational evaluations. Additionally, there are more babies who are born prematurely and are far more likely to struggle in school — one in three versus one is five in the general population.

The letter also asks who decides whether a child has special needs and whether there is any standard for making the determination. There are several statutes — both federal and state — that identify standards that must be met before a student can be identified as needing special education. Those same statutes also require all special needs students to be placed in the “least restrictive environment,” which includes fewer supports. A support could include a one-on-one teacher’s aide, additional teachers in a classroom, and speech and/or occupational therapy. Fewer supports translates to “less expensive.”

However, the child also must be offered enough supports to make “meaningful educational progress.” In the evaluations — educational, psychological, behavioral, speech — teachers’ observations and parents’ input all assist school district personnel and parents in making the decision about where to place a student and what supports are needed.

Shouldn’t we offer special needs children an educational environment where they can reach their potential, which is also what is offered to neurotypical children?